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All Journal International Conference on Education and Language (ICEL) Lentera: Jurnal Ilmiah Kependidikan Lexeme : Journal of Linguistics and Applied Linguistics Edukasi Lingua Sastra Ksatra: Jurnal Kajian Bahasa dan Sastra JETA (Journal of English Teaching and Applied Linguistic) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Educational Management and Instruction (JEMIn) AKSARA: Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) IJLHE: International Journal of Language, Humanities, and Education Ghaitsa: Islamic Education Journal Jurnal Pustaka Indonesia EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat UJET: Unila Journal of English Teaching Proceeding International Conference on Digital Education and Social Science
Aksendro Maximilian, Aksendro
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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OPTIMISING FRENCH PRONUNCIATION IN SON ET INTONATION COURSE THROUGH SHADOWING METHOD SUPPORTED BY DIGITAL AUDIO-VISUAL MEDIA Riza Harani Bangun; Setia Rini; Nabila Hasri Ainun; Aksendro Maximilian; Resa Permata Sari
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/11ry9r48

Abstract

This study examines the effectiveness of the shadowing method, integrated with digital audio-visual media, in optimising phonological competence development within the Son et Intonation (Sound and Intonation) course for first-semester students of the French Language Education Study Program at Universitas Lampung, Indonesia. The primary concern addressed is the suboptimal phonological proficiency of beginning learners, as evidenced by a class mean pre-test score of 66.07, with the majority of participants classified within the Very Low and Low performance categories. Employing a qualitative action-based research design, the study implemented five interrelated procedural stages: initial phonological competence assessment, shadowing instructional design development, digital audio-visual media production, classroom implementation, and evaluative post-test measurement. Thirty first-semester students participated in four progressively structured shadowing variants, muted shadowing, whisper shadowing, whisper-full shadowing, and full shadowing using authentic native speaker recordings as primary input models. Results indicated significant gains across all five rubric assessment dimensions: Pronunciation, Liaison & Enchaînement (sound linking), Intonation & Accentuation, Rhythm, and Fluency. The class mean post-test score surpassed the target threshold of 75.00, accompanied by a substantial reduction in the proportion of students in the Very Low and Low categories. These findings confirm that the shadowing method, when systematically supported by purpose-designed digital audio-visual media, effectively strengthens phonological competence and establishes a structured foundation for the development of oral communicative skills toward the B2 proficiency target specified in the Cadre européen commun de référence pour les langues (CECRL; Common European Framework of Reference for Languages).
An Analysis Of Illocutionary Act By The Main Character In The Turning Red Movie Futri Rahayu; Galuh Dwi Ajeng; Aksendro Maximilian
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/cc4kx419

Abstract

This research aims to analyze the illocutionary acts performed by the main character, Meilin "Mei" Lee, in the animated film "Turning Red" (2022). The study focuses on identifying the types of illocutionary acts utilized by Mei throughout the film, reflecting her emotional journey and character development. Employing a qualitative method with a content analysis approach, data were collected from key dialogues featuring Mei, resulting in a total of 71 analyzed utterances. The findings reveal that Mei's speech acts can be categorized into four types: directives (16 instances), expressives (21 instances), representatives (18 instances), commisives (6 instances) and declaratives (10 instances). This analysis highlights how Mei's use of language not only conveys her internal struggles and relationships but also underscores the broader themes of identity and self-acceptance in the film.
Interactive Vocabulary Material for Indonesian EFL Senior High School Students Aksendro Maximilian; Akhmad Sutiyono; Muhamad Jejen Nurani
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/4krn3a72

Abstract

This research aims to develop interactive vocabulary materials for Indonesian EFL High School students, therefore, the sample of this study was the tenth-grade students of vocational high school in Bandar Lampung. This study conducted as research and development design, which includes five stages, i.e, Analysis, Design, Development, Implementation, and Evaluation. Data were collected through interview with the English teachesr, students’ need analysis questionnaires, product validation questionnaires, and expert validation sheets. The results indicate that the developed materials, in terms of content (material and language), are categorized as very good, and the media aspects are also categorized as very good. These findings show that the interactive vocabulary materials are valid and appropriate to be used in the teaching and learning process.
The impact of AI-based gamification on student engagement in English writing course Febriyantina Istiara; Galuh Dwi Ajeng; Aksendro Maximilian; Andri Wicaksono; Ravindra Pratap Singh
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.10653

Abstract

Active student engagement is a cornerstone of effective pedagogy in writing instruction, yet it remains a significant challenge for educators. This study systematically evaluates the impact of an AI-driven gamification model designed to enhance student participation and motivation. Using a quasi-experimental, mixed-methods design, 50 students were assigned to either an experimental group (n=25) engaging with AI tools (ProWritingAid, Quizizz) or a control group (n=25). The intervention's effects were assessed using validated learning engagement scales and in-depth qualitative interviews. The findings indicate a statistically significant increase in learning engagement for the experimental group, a result attributed to the immediate, personalized feedback and structured, low-stakes practice facilitated by the AI tools. This quantitative outcome was corroborated by qualitative data; thematic analysis revealed overwhelmingly positive student perceptions, with participants citing heightened motivation, reduced writing apprehension, and a greater sense of agency. Students specifically valued the non-judgmental feedback from AI and the competitive yet collaborative nature of the gamified tasks. The implications of this study are twofold. Practically, it offers a replicable pedagogical model for educators seeking to transform passive writing classrooms into active, technology-enhanced learning spaces. Theoretically, it contributes to the literature at the intersection of applied AI and composition pedagogy by demonstrating how gamification principles can be powerfully augmented by AI to address long-standing engagement challenges. This research thus provides a compelling blueprint for designing more effective, student-centered writing curricula in the digital age.
Navigating the Spoken–Written Divide: Senior High School Teachers’ Perceptions of Teaching Speaking through the Genre-Based Approach Nabila Hasri Ainun; Aksendro Maximilian
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.318

Abstract

The Genre-Based Approach (GBA), long embedded in Indonesia’s English curriculum and still conceptually retained under the Merdeka Curriculum’s text-type competencies, is widely associated with the teaching of writing, leaving its application to speaking comparatively under-examined. This qualitative case study investigates how two experienced English teachers in a state senior high school in Bandar Lampung perceive and enact GBA in teaching speaking, with particular attention to an issue rarely addressed in prior GBA research: teachers’ awareness of the distinction between spoken and written text. Data were collected through semi-structured interviews, transcribed, and analyzed thematically following an inductive-deductive coding process. Five themes emerged: teachers’ conceptual understanding of GBA, their enactment of the four-stage teaching–learning cycle in speaking lessons, their awareness of the spoken–written text distinction, their perceived effectiveness of GBA for developing speaking, and the contextual challenges they faced. Findings reveal that although both teachers grasped the basic principles of GBA and implemented its four stages, they diverged markedly in their sensitivity to spoken-mode features: one teacher defaulted to written-text-like, rehearsed speech due to perceived student limitations, while the other deliberately cultivated spontaneous, interactive talk. This asymmetry suggests that procedural familiarity with GBA does not guarantee a genre-appropriate treatment of spoken discourse. The study contributes a mode-awareness lens to GBA teacher-cognition research and offers implications for teacher professional development under the Merdeka Curriculum.
Developing Canva-Based Interactive Worksheet Integrated ‎with Liveworksheets for Teaching Expository Text ‎ Galuh Dwi Ajeng; Futri Rahayu; Hajjah Zulianti; Aksendro Maximilian
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2619

Abstract

This study aimed to develop a Canva-based interactive worksheet integrated with Liveworksheets for teaching expository text to tenth-grade students of SMAN 14 Bandar Lampung, to determine its feasibility through expert validation, and to identify students’ responses to the developed product. This study employed the Research and Development (R&D) method using the ADDIE instructional design model, covering the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were the tenth-grade students. Data were collected through interviews, questionnaires, and expert validation sheets. The developed product combined Canva for designing instructional content and visual layout with Liveworksheets for creating interactive activities, including drag-and-drop, matching, multiple-choice, and short-answer exercises. Before implementation, the product was revised based on suggestions from material, media, and language experts. The validation results indicated that the product was highly feasible, with mean scores of 4.88, 4.71, and 5.00 from the material, media, and language experts, respectively, resulting in an overall mean score of 4.86 (“very good”). Students reported highly positive responses during the field trial (96.52%) and questionnaire (96.65%), indicating favorable perceptions of the developed worksheet. These findings indicate that the developed worksheet is feasible and perceived as practical for use in the participating class; however, its effectiveness in improving learning outcomes and its applicability to other educational contexts require further investigation.
Penguatan Kapasitas Guru melalui Integrasi Metode Multi-Sensory pada Pembelajaran Geometri dan Bahasa Inggris bagi Peserta Didik Tunanetra Mutmainah, Siti; Maximilian, Aksendro; Yulianti, Fitri
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i3.6450

Abstract

Keterbatasan sarana media taktil dan minimnya stimulus auditori terstruktur di sekolah luar biasa menjadi hambatan utama dalam pembelajaran Geometri dan Bahasa Inggris bagi peserta didik tunanetra. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat kapasitas guru SLB A Bina Insani Bandar Lampung dalam merancang dan mengimplementasikan pembelajaran inklusif melalui integrasi metode multi-sensory berbasis prinsip neuroplastisitas dan kompensasi sensorik. Metode pelaksanaan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan 10 orang guru mitra dan 10 peserta didik tunanetra selama 8 bulan melalui empat tahapan utama: persiapan, pelaksanaan, evaluasi, dan keberlanjutan program. Solusi yang diterapkan meliputi sosialisasi reorganisasi jaringan otak tunanetra, workshop penyusunan LKPD inklusif, restorasi media geometri taktil adaptif berlabel Braille, serta instalasi kurikulum English Auditory-Mastery berbasis audio digital dan teknik Total Physical Response (TPR). Hasil evaluasi menunjukkan peningkatan pada aspek Sosial Kemasyarakatan melalui peningkatan kualitas pelayanan (skor rerata naik dari 1,82 menjadi 3,61/skala 4,00 atau +98,4%) dan aspek Manajemen melalui penguatan kemandirian sekolah (skor rerata naik dari 1,78 menjadi 3,64/skala 4,00 atau +104,5%). Seluruh guru (100%) lulus evaluasi praktik mengajar dengan predikat Sangat Baik (rerata 91,5%). Hasil belajar peserta didik mengalami kenaikan pada kemampuan representasi piktorial geometri (+38,5%) dan penguasaan kosakata Bahasa Inggris (+42,0%) dibandingkan kondisi awal. Integrasi metode multi-sensory menunjukkan hasil positif dalam mendukung peningkatan kapasitas guru dan kualitas awal layanan pembelajaran inklusif, meskipun keberlanjutan dan efektivitas jangka panjang masih perlu dipantau melalui evaluasi lanjutan. Integrating Multi-Sensory Methods for Teachers in Teaching Geometry and English to Visually Impaired Students Abstract The scarcity of tactile learning media and the lack of structured auditory stimuli in special schools remain major obstacles in teaching Geometry and English to visually impaired students. This community service activity aimed to enhance the capacity of teachers at SLB A Bina Insani Bandar Lampung in designing and implementing inclusive learning through the integration of multi-sensory methods grounded in neuroplasticity and sensory compensation principles. The program employed a Participatory Action Research (PAR) approach involving 10 partner teachers and 10 visually impaired students over an eight-month period through four main stages: preparation, execution, evaluation, and program sustainability. Implemented solutions comprised socialization on brain network reorganization in visually impaired individuals, workshops on designing inclusive student worksheets (LKPD), restoration of Braille-labeled adaptive tactile geometry media, and the installation of the "English Auditory-Mastery" curriculum utilizing digital audio and Total Physical Response (TPR) techniques. Evaluation results demonstrated an improvement in the Social-Community aspect through enhanced service quality (the mean score rose from 1.82 to 3.61 on a 4.00 scale, representing a +98.4% relative gain) and in the Management aspect through strengthened institutional independence (the mean score increased from 1.78 to 3.64 on a 4.00 scale or +104.5%). All participating teachers (100%) passed the teaching practice evaluation with an "Excellent" grade (an average score of 91.5). Furthermore, student learning outcomes showed improvements in pictorial geometry representation (+38.5%) and English vocabulary mastery (+42.0%) relative to baseline conditions. The integration of multi-sensory methods yielded positive outcomes in supporting teacher capacity development and the initial quality of inclusive learning services, although long-term sustainability and efficacy warrant ongoing monitoring through subsequent evaluations.
Analysis of Code Switching Used by Maudy Ayunda in the Bicara Cinta Podcast Ida Juvita Sari; Galuh Dwi Ajeng; Aksendro Maximilian
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/7wqat545

Abstract

This study investigates the use of code-switching as a bilingual communication strategy in the Bicara Cinta podcast, focusing on Maudy Ayunda’s Indonesian–English language use. Positioned within applied linguistics and digital discourse studies, the research aims to identify the types of code-switching employed and to understand their communicative relevance in a public media context. Using a qualitative design with a content analysis approach, naturally occurring utterances from the podcast were examined. The analysis reveals 73 instances of code-switching, consisting of 16 inter-sentential switches, 42 intra-sentential switches, and 15 tag switches. The predominance of intra-sentential switching reflects a high level of bilingual proficiency and flexible linguistic negotiation. These findings provide insights into bilingual practices in Indonesian digital media and offer pedagogical implications for English education, particularly in promoting sociolinguistic awareness and authentic exposure to bilingual discourse.
Co-Authors Ainun, Nabila Hasri Akhmad Sutiyono Akhmad Sutiyono Akhmad Sutiyono Andri Wicaksono Andri Wicaksono Andri Wicaksono, Andri Budi Setiyo Fatmala, Yeyen febriyanti febriyanti Febriyantina Istiara Febriyantina Istiara Fitri Yulianti Futri Rahayu GALUH DWI AJENG HEJASH, MOHAMMED Hidayat, Nurdin Ida Juvita Sari Khairun Nisa Mahpul Mohammed Hejash MUHAMAD JEJEN NURANI Najwa, Siti Nurmawati, Fitri Praja, Faradiva Shalikha Noor Purnama Hanan Murod PURNAMAWATI, NAFILA Putut Wisnu Kurniawan Ravindra Pratap Singh Resa Permata Sari Riza Harani Bangun ROSYADI ZA, DEDE Safitri, Isnaini Amanda Setia Rini Siti Mutmainah Supriyono Supriyono Supriyono Supriyono Sutrisno AB, Joko Tommy Hastomo Yeyen Fatmala Yulianti Yulianti Yulianti Yulianti Zulianti, Hajjah